Patterns of expression used in Japanese summaries and procedures for evaluating Japanese summaries written by non-native foreign students and native Japanese university students.

日语摘要中使用的表达模式以及评估非母语外国学生和日本本土大学生撰写的日语摘要的程序。

• 批准号: 06808027
• 负责人: SAKUMA Mayumi
• 金额: $ 1.28万
• 依托单位: Japan Wamen's University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1994
• 资助国家: 日本
• 起止时间: 1994 至 1996
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-06808027/
• 关键词: patterns of expression used in summaries; procedures for evaluation of Japanese summaries; teachers of Japanese as the national language; bikatugata 'main point final' argumentative essay; Japanese as a foreign Language (JFL) teacher; 要約文の作成方法; 外国人留

The goal of this research is to investigate the relation between patterns of expression and procedures for evaluation of Japanese summaries. We analyzed similarities, differences and relevant factors based on a comparison of the patterns of expression used in the summaries of two bikatugata 'main point final' argumentative essays by non-native foreign students and native Japanese university students and evaluations of these essays by teachers of Japanese as a foreign language (JFL), teachers of Japanese as the national language (Japanese) and Japanese university students. Based on these results, we determined principles for writing summaries of Japanese argumentative essays and drew the follwing conclusions related to the writing and evaluation of summaries written in Japanese.1. Based on an analysis of the patterns of expression used to combine essential parts of the original essays we showed that while summaries written by native Japanese students tended to be written in the same mai … More n point final structure as the original essays, some of the summaries written by foreign students varied from this structure and had were problems related to content and expression.2. There was a correlation between the patterns of expression used in the summaries and the evaluations made by the JFL teachers, Japanese teachers and Japanese university students. The more similar the patterns of expression used in a summary were to the original essay, the higher the evaluation and vice versa, the less similar, the lower the evaluation.3. The average of the Japanese teachers'evaluations of summaries written by Japanese university students tended to be slightly higher than the average of the JFL teachers'evaluation of summaries written by non-native foreign students. A similar tendency was observed in Japanese university students'evaluations of the summaries written by these two groups of students.4. The patterns of expressions used in the summaries related to the evaluation given and the categories used to evaluate the summaries by the JFL and Japanese teachers. In general, summaries were rated higher when they included (1) the conclusion and main points of the original essays, (2) did not have particular examples or opinions of the summary writer of content that was not included in the original essays, and (3) had well-organized connectives, cohesion, and discourse structure. We view these features as principles and techniques for "good" summary writing.5. The Japanese teachers based their evaluation of summaries written by native Japanese students primarily on conciseness and ability to express the discourse structure. In contrast, JFL teachers' evaluations of summaries written by non-native foreign students focused on correctness of content and words, grammar, characters, etc.6. The rating that JFL teachers gave for "good" summaries written by non-native foreign students was higher and the rating they gave for "bad" summaries was lower than that given by Japanese teachers and this was statistically significant as indicated by the stndard error of the mean.Topics for future study include further investigation of the nature of evaluation by increasing the number of evaluators so that more statistically significant patterns can be found. We also plan to use this future study as a basis evaluators so that more statistically significant patterns can be found. We also plan to use this future study as a basis for determining more ideal categories of evaluation. Less

本研究的目的是探讨表达模式与日语摘要评价过程之间的关系。通过比较外国留学生和日本本土大学生的两篇bikatugata“main point final”议论文摘要中的表达方式，以及日语教师、国语教师和日本大学生对这两篇议论文的评价，分析了它们的异同及相关因素。在此基础上，我们确定了日语议论文摘要的写作原则，并得出了以下与日语摘要的写作和评价有关的结论.通过对日本留学生联合收割机的表达模式的分析，我们发现，日本留学生在撰写摘要时， ...更多信息 结论：1.留学生撰写的论文摘要与原文的结尾结构一致，部分文章的结尾结构与原文的结尾结构不同，存在内容和表达上的问题.日本语教师、日语教师和日本大学生的评价与总结中使用的表达方式之间存在相关性。摘要中所使用的表达方式与原文越相似，评价越高;反之，越不相似，评价越低.日本教师对日本大学生撰写的摘要的平均评价略高于日本外语教师对非母语外国学生撰写的摘要的平均评价。日本大学生对这两组学生撰写的摘要的评价也有类似的趋势。摘要中的表达方式与日本语教师和日本语教师对摘要的评价以及评价的类别有关。一般来说，当摘要包括（1）原始文章的结论和要点，（2）没有特定的例子或作者对原始文章中没有包括的内容的看法，（3）有组织良好的连接词，衔接和话语结构时，摘要的评分较高。我们认为这些特点是“好的”摘要写作的原则和技巧。日语教师对本族语学生所写摘要的评价主要基于其语篇结构的简洁性和表达能力。相比之下，JFL教师对非本族语留学生撰写的摘要的评价主要集中在内容和词汇的正确性、语法、文字等方面。JFL教师对非母语留学生的总结评价为“好”，对“差”，结果表明，日本教师的总体评价水平低于日本教师，这在统计学上是显著的，未来的研究课题包括通过增加评价者的数量来进一步调查评价的性质，以便在统计学上更显著的模式我们还计划将这一未来的研究作为基础评价者，以便找到更具统计意义的模式。我们还计划将这一未来的研究作为基础，以确定更理想的评价类别。少

项目成果

佐久間まゆみ・編: "要約文の表現類型-国語教育と日本語教育のために-" ひつじ書房, (1-348) (1994)

佐久间真由美主编：“概括句的表达类型 - 日语教育和日语教育 -” 羊书房，（1-348）（1994）

Sakuma, Mayumi, ed.: Cognitive-Linguistic Patterns in Japanese Summary Discourse, a Linguistic Analysis for Native and Non-Native Japanese Language Education. Hituji-shobo, 1-348 (1994)

Sakuma, Mayumi, ed.：日语摘要话语中的认知语言模式，母语和非母语日语教育的语言分析。

佐久間,まゆみ: "要約・要旨・抄録のテクニックは?他2項目" 国文学. 39-14. 91,92,95 (1994)

Sakuma, Mayumi：“总结、抽象和抽象的技巧是什么？另外 2 项”日本文学 39-14 (1994)。

佐久間 まゆみ: "中心文の「段」統括機能" 日本女子大学文学部紀要. 44. 1-17 (1995)

佐久间真由美：“中心句中“段”的控制功能”，日本女子大学文学部通报，44. 1-17 (1995)。